Σχολικό κλίμα και κινητοποίηση στην εργασία των εκπαιδευτικών

Abstract

Given that school climate can determine and influence schools’ improvement (Bryk & Schneider, 2003; Daly, 2008; Sailes, 2008; Schoen & Teddlie, 2008; Van Houtte, 2005), it would be important for schools to emphasize to school climate factors that may affect teachers’ work (Aldridge & Fraser, 2016). The aim of the research was to study the school climate and its impact on teachers’ motivation at work, in particular achievement goals and self-efficacy. 168 primary school teachers completed the Achievement Goals in the Work Questionnaire (Papaioannou & Christodoulidis, 2007), Ohio State the Revised-School Level Environment Questionnaire (R-SLEQ; Johnson, Stevens, & Zvoch) and Teacher Efficacy Scale (OSTES; Tschannen-Moran & Woolfolk Hoy, 2001). Results have shown that cooperation among teachers is positively correlated with their mastery orientation, while educational innovation is negatively correlated with performance avoidance orientation. In addition, teacher collaboration, educational innovation and good rations with students are positively correlated with teachers’ self-efficacy about their teaching strategies and classroom management. Also, school climate factors reinforce teachers’ self-efficacy. The results can be applied in the design and implementation of teachers’ education and training programs aimed at enhancing co-operation and the implementation of innovative programs in schools.